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Rhythm and Rhyme Collocation, Critical Thinking, and the 3 Rs ELT through ------- Jason R. Levine, English Specialist

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Page 1: Elt through rhythm and rhyme

Rhythm and Rhyme

Collocation, Critical Thinking, and the 3Rs

ELT through

-------

Jason R. Levine, English Specialist

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The Case of Ji Yeon Lee

“Yesterday I go a movie”

A vicious cycle keeps students on the “intermediate plateau.”

Low input ➔ Low comprehension ➔ Low confidence ➔ Low motivation ➔

Low input

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The FLUENT Cycle!

high input ➔ high comprehension ➔ high confidence ➔ high motivation ➔

high input

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“Kids are like sponges.”

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“Kids are like sponges.”

• Age• Brain physiology• Large amounts of repetitive input• Relaxed• Interested and engaged• Not concerned with errors• Can’t think analytically

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Lola

“Play it again! Read it again!”

Reciting the alphabet, numbers,

and the days of the week.

Phrasal verbs and negative

questions.

“It’s not my fair!” “I do a mistake.”

“I brung you a present.”

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QuickTime™ and aH.264 decompressor

are needed to see this picture.

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The Lexical Approach “Language consists of grammaticalized

lexis, not lexicalized grammar.” - Michael Lewis

The fundamental building blocks of lexis are collocations.

However: textbooks, worksheets, and flashcards do not provide enough repeated exposure to collocations.

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Collocation =

A high-frequency CHUNK of language

Collo = Collocation

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Two Important Types of Collos

(1) Verb + (Preposition) + Complement

fly a planelisten to music

decide to studygive up smoking

(2) Adjective + (Preposition) + Complement

heavy trafficjealous of her

so much informationhappy to help

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Mis-Collos

Hollow Collos

listen music ask to someone

take the phone

eat medicine

have hunger

make a boyfriend

a tall mountain a bad noise

clothe myself awake and arisedo a picnic

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Make ______

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Do ______

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“What’s an uncountable noun?”

Teaching Collos can help teach the grammar that native speakers never

learned.

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Names and numbers Collo, too!

Khartoum _____Michael _____8 x 7 = ______

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Always ______Just ______

Kentucky ______

I had to get Collos stuck in their heads!

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ColloCards

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ColloTunes

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it’s easy to

When you

your time with

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The Baby and the Bathwater

• In its response to the Audio-Lingual Method, Communicative Language Teaching ultimately “threw the baby out with the bathwater.”

• An EFL student who lacks the ability to automatically recall Collos, lacks the foundation on which to build accurate and fluent communicative skills.

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Collo and SPARK!Super-PoweredAutomaticRecall ofKnowledge!

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Collo• An intuitive concept for students to grasp

• The bridge from words to sentences

• Leads to less analyzing and monitoring

• Promotes accuracy AND fluency

• Lays a foundation for critical thinking skills

• Fun to identify Collos and discuss them in class

• Students notice immediate improvementSuccess is contingent upon sufficient input/intakethrough repeated exposure.

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It’s all about the 3Rs:

RelaxRepeat

Remember

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Rehearsal• Select the Collos your students need most to

achieve communicative goals.• Rehearse Collos in class and assign as homework.• Rehearse anytime, anywhere-a little bit each day

(like doing sit-ups!)• Ideas to try: marking stress, using recorders,

shadowing native speakers’ speech • Promote acquisition through meaningful

repetition, NOT memorization!• Design communicative activities to get students

building sentences with the Collos they have rehearsed.

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“Let’s build a baseto support higher

thought and hold on to all of the things that

we’re taught.”

-Fluency MC, “More of America”

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Colloandspark.com Youtube.com/collolearn

Facebook.com/fluencymc Twitter.com/fluencymc

Facebook.com/groups/improvespoken Linkedin.com/in/jaselevine Facebook.com/englishlanguageteachingvideo [email protected]